NCES 2016-076 U.S. DEPARTMENT OF EDUCATION

Selected Statistics From the Public Elementary and Secondary Education Universe: School Year 2014–15 First Look

Selected Statistics From the Public Elementary and Secondary Education Universe: School Year 2014–15 First Look

September 2016

Mark Glander National Center for Education Statistics

NCES 2016-076 U.S. DEPARTMENT OF EDUCATION

U.S. Department of Education John B. King, Jr. Secretary of Education

Institute of Education Sciences Ruth Neild Deputy Director for Policy and Research Delegated Duties of the Director

National Center for Education Statistics Peggy G. Carr Acting Commissioner

Administrative Data Division Ross Santy Associate Commissioner

The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations. It fulfills a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in the United States; conduct and publish reports and specialized analyses of the meaning and significance of such statistics; assist state and local education agencies in improving their statistical systems; and review and report on education activities in foreign countries.

NCES activities are designed to address high-priority education data needs; provide consistent, reliable, complete, and accurate indicators of education status and trends; and report timely, useful, and high-quality data to the U.S. Department of Education, the Congress, the states, other education policymakers, practitioners, data users, and the general public. Unless specifically noted, all information contained herein is in the public domain.

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September 2016

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Suggested Citation

Glander, M. (2016). Selected Statistics From the Public Elementary and Secondary Education Universe: School Year 2014–15 (NCES 2016-076). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved [date] from http://nces.ed.gov/pubsearch.

Content Contact

Mark Glander (202) 245-7427 Mark.Glander@ed.gov

Acknowledgments

The author would like to thank all of the professionals in state and local education agencies that record, track, and report the data used in this report. Particular thanks are owed to the state coordinators, whose efforts make this program possible.

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Contents

Page Acknowledgments.......................................................................................................................... iii List of Tables ................................................................................................................................. vi Introduction ......................................................................................................................................1 Selected Findings: School Year 2014–15 ........................................................................................3 Reference and Related Data Files ....................................................................................................4 Tables ...............................................................................................................................................5 Appendix A: Methodology and Technical Notes ....................................................................... A-1 Appendix B: Glossary ..................................................................................................................B-1

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List of Tables

Table Page 1. Operational and student membership status of public elementary and secondary

schools and agencies in the United States, by type: School year 2014–15..........................6 2. Number of operating public schools and districts, state enrollment, teachers, and pupil

teacher ratio, by state or jurisdiction: School year 2014–15 ................................................7 3. Number of operating public elementary and secondary schools, by school type, charter,

magnet, Title I, and Title I schoolwide status, and state or jurisdiction: School year 2014–15............................................................................................................................... 9

4. Number of city, suburban, town, and rural regular public elementary and secondary schools with membership and percentage distribution of students in membership, by state or jurisdiction: School year 2014–15.........................................................................11

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Introduction

This National Center for Education Statistics (NCES) First Look report introduces new data for the universe of public elementary and secondary schools and agencies in the United States1 in school year (SY) 2014–15. Specifically, this report includes statistics that describe:

• the numbers and types of public elementary and secondary schools and local education agencies2 (LEAs);

• the operational status of schools and districts, including those that opened as new in SY 2014–15 or have closed since the prior school year;

• student membership counts;

• teacher counts3 and;

• pupil/teacher ratios.

The public elementary and secondary universe data used in this report are from the nonfiscal components of the Common Core of Data (CCD). The CCD is the primary NCES database on public elementary and secondary education in the United States. There are three nonfiscal components of CCD: the Public Elementary/Secondary School Universe Survey; the Local Education Agency (LEA) Universe Survey; and the State Nonfiscal Survey of Public Elementary/Secondary Education.

The CCD includes a complete directory listing of all public schools and LEAs with the name, address, and descriptive characteristics for each school and LEA (e.g., operational status, type, charter status). The data also include aggregate counts of students in membership for each state, LEA, and school by grade and student demographic characteristics (e.g., race/ethnicity, sex) and aggregate counts of teachers and other staff in key occupational categories that are commonly found in schools. State education agencies (SEAs) report these data through the U.S. Department of Education’s EDFacts Submission System (ESS), an electronic file submission system that facilitates transmission of data from the SEAs to the Department. This First Look is based on provisional data from the SY 2014–15 public elementary and secondary education universe that have been fully reviewed and edited.4 The purpose of a First Look report is to introduce new data through the presentation of tables containing descriptive information; therefore, the tables and selected findings chosen for this report are meant to illustrate some of the typical types of information available from the public elementary secondary universe files. The tables chosen 1 This report includes data for the 50 states, the District of Columbia, the Department of Defense Education Activity (DoDEA), the Bureau of Indian Education (BIE), Puerto Rico, American Samoa, the Commonwealth of the Northern Mariana Islands, Guam, and the U.S. Virgin Islands. For ease of reading, in this report, the term “state” or “states” refers to these entities. 2 Local education agencies may also be referred to as school districts. 3 Teacher counts are reported in terms of full-time-equivalent teachers. 4 Provisional data have undergone a complete review and been subjected to NCES data quality control procedures. Prior to this provisional release, NCES released a preliminary directory derived from school and LEA files for SY 2014–15 that included only basic directory data that had undergone cursory review and minimal editing. Preliminary data may be less complete due to late reporting or data quality concerns. NCES plans to release final files that include any updates by SEAs once the EDFacts collection for SY 2014–15 closes at the end of 2017.

1

include tabulations from only some of the available data items. The findings do not represent a complete review of all observed differences in the data and are not meant to emphasize any particular issue. The calculated totals in this report, identified as “United States” totals in tabulations and “national” estimates in text, include data for only the 50 states and the District of Columbia and exclude data for other jurisdictions.

Appendix A in this document provides an overview of the methodology used to collect these data.

2

Selected Findings: School Year 2014–15

• Table 1 provides counts of schools by their operating status and type. There were 98,373 operating public elementary/secondary schools in SY 2014–15; this number includes 1,457 new schools that opened for the first time. States reported that 1,573 schools closed since SY 2013–14. Most operating schools were regular schools (89,528) that were primarily responsible for instruction in the standard curriculum and other areas. An additional 1,960 schools focused primarily on special education services; 1,408 schools were identified as vocational schools; and 5,477 were identified as alternative education schools.

• Table 1 also provides counts of LEAs by their operating status and type. There were 18,260 operating LEAs in SY 2014–15, including 487 new agencies that opened for the first time. States reported that 194 LEAs closed since SY 2013–14. Most operating agencies were regular ones (13,601) that were responsible for educating students residing within their jurisdiction. A total of 1,383 operating agencies were supervisory unions or regional education service agencies that typically provided services to other LEAs. A total of 2,868 were independent charter agencies in which all the associated schools were charter schools. An additional 408 agencies were operated by a state, federal, or other agency (derived from table 1).

• In SY 2014–15 there were 50.3 million public elementary and secondary school students in membership (table 2), an increase of 0.5 percent from the 50.0 million students reported in SY 2013–14 (Glander 2015).

• In SY 2014–15, public elementary and secondary schools and local education agencies employed a total of 3.1 million full-time-equivalent (FTE) teachers (table 2).

• Table 2 also provides pupil/teacher ratios. In SY 2014–15, the pupil/teacher ratio (i.e., the number of students for every FTE teacher) in public schools was 16.1, unchanged from SY 2013–14 (Glander 2015). Among the 50 states and the District of Columbia, the pupil/teacher ratio in SY 2014–15 ranged from a high of 23.6 in California to a low of 10.6 in Vermont.

• In SY 2014–15, some 42 states including the District of Columbia reported having a total of 6,752 charter schools (table 3). This is an increase of 4.4 percent from the 6,465 reported in SY 2013–14 (Glander 2015).

• Table 4 provides state-level counts of schools and the percentage distribution of students by schools’ locales. More schools (28,292) were in suburban locations than in any other locale in SY 2014–15. An additional 23,632 were in cities; 25,152 schools were in rural areas; and 11,666 were in towns. The largest percentage of students attended suburban schools (40 percent); schools in cities had the next largest percentage of students (30 percent), followed by schools in rural areas (19 percent) and towns (11 percent).

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Reference and Related Data Files

Reference

Glander, M. (2015). Selected Statistics From the Public Elementary and Secondary Education Universe: School Year 2013–14 (NCES 2015-151). U.S. Department of Education. Washington, DC: National Center for Education Statistics.

Glander, M. (2016). Documentation to the 2014–15 Common Core of Data (CCD) Universe Files (NCES 2016077). U.S. Department of Education. Washington, DC: National Center for Education Statistics.

Related Data Files

Data files for all CCD surveys used in this report may be found on the CCD data page of the CCD website at http://nces.ed.gov/ccd/ccddata.asp.

In addition to the data presented in the tables in this report, data users can look at information for individual schools or LEAs and create customized tables on the CCD Data Tools page of the CCD website at http://nces.ed.gov/ccd/search.asp.

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Tables

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Table 1. Operational and student membership status of public elementary and secondary schools and agencies in the United States, by type: School year 2014–15

Status of public elementary and secondary schools and agencies

School type Agency type

All schools Regular

Special education

Vocational education

Alternative education

All agencies

Regular school

districts Supervisory

unions1

Regional education

service agencies2

Independent charter

agencies3State

agencies

Federal and other

agencies

All 100,891 91,217 2,043 1,444 6,187 18,581 13,672 218 1,178 3,098 268 147

Operating schools/agencies4 98,373 89,528 1,960 1,408 5,477 18,260 13,601 218 1,165 2,868 262 146

Continuing 96,690 88,302 1,800 1,358 5,230 17,739 13,553 218 1,122 2,444 257 145

Added5 63 14 17 1 31 1 0 0 0 0 1 0

Reopened 28 22 0 1 5 9 6 0 0 3 0 0

Changed agency/boundry6 135 126 0 1 8 24 14 0 0 10 0 0

New7 1,457 1,064 143 47 203 487 28 0 43 411 4 1

Non-operating schools/agencies 2,518 1,689 83 36 710 321 71 0 13 230 6 1

Inactive8 491 181 10 6 294 14 11 0 0 2 1 0

Closed 1,573 1,118 66 23 366 194 50 0 11 128 4 1

Future9 454 390 7 7 50 113 10 0 2 100 1 0

Student membership10

status of operating schools/agencies

With membership 95,234 88,746 1,688 319 4,481 16,603 13,395 2 234 2,823 130 19

Without membership, providing instruction (shared time)11,12 1,266 70 101 748 347 † † † † † † †

Without membership (not shared time)12 1,873 712 171 341 649 1,657 206 216 931 45 132 127

† Not applicable.1Supervisory unions provide administrative services to school districts through a common superintendent. 2Regional education service agencies provide services to a variety of local education agencies. 3Independent charter agencies contain only charter schools. Other charter schools may be reported through a different LEA type that contains both charter and noncharter schools. 4Operating schools/agencies include all those providing services as of the start of the reported school year. 5Added schools/agencies are reported for the first time although they have been operating for more than 1 year. 6Schools that changed agency are affiliated with a different local education agency than that reported in the previous year. 7New schools/agencies opened for the first time within the school year reported. 8Inactive schools/agencies are closed temporarily and expected to reopen within 3 years. 9Future schools/agencies are expected to open within 2 years. 10Membership is the count of students enrolled on October 1 of the reported school year. 11Shared time schools provide instruction on a regular basis to students whose membership is reported by another school. 12Includes schools for which membership is 0, missing, or not applicable. NOTE: Table includes the 50 states and the District of Columbia. Charter status is independent of school type; charter schools are included in the school type totals. For analytical purposes, New York City Public Schools, New York, is treated as a single regular school district. SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), “Public Elementary/ Secondary School Universe Survey,” 2014–15, Provisional Version 1a and “Local Education Agency Universe Survey,” 2014–15, Provisional Version 1a.

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Table 2.—Number of operating public schools and districts; state enrollment, teacher and pupil teacher ratio by state or jurisdiction: School year 2014–15

State or jurisdiction

Number of operational

schools1

Number of operational

districts

State Level

Membership2 Teacher2Pupil/teacher

ratio

United States3 98,373 18,260 50,312,581 3,132,351 16.1

Alabama 1,519 179 744,164 42,737 17.4 Alaska 507 54 131,176 7,759 16.9 Arizona 2,281 692 1,111,695 48,124 23.1 Arkansas 1,100 287 490,917 35,430 13.9 California 10,303 1,163 6,312,161 267,685 23.6

Colorado 1,843 262 889,006 51,388 17.3 Connecticut 1,299 205 542,678 42,062 12.9 Delaware 219 46 134,042 9,649 13.9 District of Columbia 229 64 80,958 6,565 12.3 Florida 4,319 76 2,756,944 180,442 15.3

Georgia 2,329 218 1,744,437 111,470 15.6 Hawaii 289 1 182,384 11,663 15.6 Idaho 742 158 290,885 15,609 18.6 Illinois 4,201 1,066 2,050,239 132,456 15.5 Indiana 1,910 411 1,046,269 56,547 18.5

Iowa 1,364 347 505,311 35,684 14.2 Kansas 1,337 317 497,275 37,659 13.2 Kentucky 1,548 185 688,640 41,586 16.6 Louisiana 1,383 139 716,800 46,340 15.5 Maine 616 261 182,470 14,937 12.2

Maryland 1,438 25 874,514 59,194 14.8 Massachusetts 1,866 406 955,844 71,859 13.3 Michigan 3,496 911 1,537,922 85,038 18.1 Minnesota 2,435 554 857,235 55,690 15.4 Mississippi 1,071 157 490,917 32,311 15.2

Missouri 2,414 567 917,785 67,356 13.6 Montana 824 492 144,532 10,234 14.1 Nebraska 1,092 284 312,635 22,988 13.6 Nevada 665 19 459,189 21,656 21.2 New Hampshire 488 296 184,670 14,773 12.5

New Jersey 2,571 693 1,400,579 115,067 12.2 New Mexico 885 152 340,365 22,411 15.2 New York4 4,826 982 2,741,185 203,781 13.5 North Carolina 2,594 287 1,548,895 99,320 15.6 North Dakota 513 221 106,586 9,049 11.8 Ohio 3,631 1,106 1,724,810 106,526 5 16.2 Oklahoma 1,796 600 688,511 42,073 16.4 Oregon 1,242 220 601,318 27,850 21.6 Pennsylvania 3,055 796 1,743,160 122,030 14.3 Rhode Island 307 63 141,959 9,471 15.0

South Carolina 1,244 102 756,523 49,475 15.3 South Dakota 698 170 133,040 9,618 13.8 Tennessee 1,851 146 995,475 65,341 15.2 Texas 8,798 1,244 5,233,765 342,257 15.3 Utah 1,020 148 635,577 27,374 5 23.2

Vermont 316 360 87,311 8,276 10.6 Virginia 2,134 222 1,280,381 89,968 14.2 Washington 2,398 322 1,073,638 59,555 18.0 West Virginia 745 57 280,310 20,029 14.0 Wisconsin 2,255 466 871,432 58,376 5 14.9 Wyoming 367 61 94,067 7,615 12.4 See notes at end of table.

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Table 2.—Number of operating public schools and districts; state enrollment, teacher and pupil teacher ratio by state or jurisdiction: School year 2014–15—Continued

Number of Number of State Level

operational operational Pupil/teacher State or jurisdiction schools1 districts Membership2 Teacher2 ratio

Department of Defense Education Activity, Bureau of Indian Education, and other jurisdictions

Department of Defense (DoDEA) 179 14 — — — Bureau of Indian Education 174 196 — — — American Samoa — — — — — Guam 40 1 31,144 2,286 13.6 Commonwealth of the

Northern Mariana Islands — — — — —

Puerto Rico 1,378 1 410,950 31,186 13.2 U.S. Virgin Islands 30 2 14,241 1,131 12.6 — Not available. 1Total number of operating schools excludes schools also reported by the Bureau of Indian Education (BIE). The number of operating schools shared with the BIE include one in Arizona, one in Michigan, and eight in North Dakota. 2The membership and staff counts are from the state education agency (SEA) data files referenced in the source notes. Data for teachers are expressed in full-time equivalents (FTE). Counts of public school teachers and enrollment include prekindergarten through grade 13. (Grade 13 is a special program offered in some states; a fifth year of high school during which students earn postsecondary school credits.) 3U.S. totals include the 50 states and the District of Columbia. 4For analytical purposes, New York City Public Schools, New York, is treated as a single regular school district. 5Ohio, Utah and Wisconsin did not report staff data in time for inclusion in this release of CCD data. The values shown here are growth-rate imputations based on the data these states submitted for 2013–14. Please see Documentation to the 2014–15 Common Core of Data (CCD) Universe Files (NCES 2016-077) for a detailed description of growth-rate imputations. SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), “Public Elementary/ Secondary School Universe Survey,” 2014–15, Provisional Version 1a, “Local Education Agency Universe Survey,” 2014–15, Provisional Version 1a, and “State Nonfiscal Survey of Public Elementary/Secondary Education,” 2014–15, Provisional Version 1a.

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Table 3. Number of operating public elementary and secondary schools, by school type, charter, magnet, Title I, and Title I schoolwide status, and state or jurisdiction: School year 2014–15

State or jurisdiction

Total number of operating

schools1

School type

Charter Magnet Title I2Title I

schoolwide2

Regular Special

education Vocational education

Alternative education

Reporting states3 98,373 89,528 1,960 1,408 5,477 6,752 3,285 69,531 54,623

Alabama 1,519 1,333 35 67 84 † 41 915 899 Alaska 507 461 3 3 40 27 33 375 344 Arizona 2,281 1,971 20 229 61 619 ‡ 1,730 1,298 Arkansas 1,100 1,064 4 26 6 60 30 997 953 California 10,303 8,886 152 75 1,190 1,177 504 7,245 5,527

Colorado 1,843 1,741 6 6 90 214 27 669 519 Connecticut 1,299 1,053 134 17 95 22 107 613 272 Delaware 219 194 13 6 6 24 3 159 159 District of Columbia 229 215 4 0 10 112 5 179 178 Florida 4,319 3,710 179 53 377 651 534 3,056 2,887

Georgia 2,329 2,243 19 0 67 89 80 1,611 1,516 Hawaii 289 287 1 0 1 34 † 192 192 Idaho 742 634 18 12 78 52 21 575 575 Illinois 4,201 3,956 106 0 139 68 105 3,292 1,899 Indiana 1,910 1,852 22 28 8 80 32 1,489 1,197

Iowa 1,364 1,338 3 0 23 3 0 937 521 Kansas 1,337 1,332 4 0 1 11 33 1,152 899 Kentucky 1,548 1,225 8 121 194 † 37 1,113 1,077 Louisiana 1,383 1,334 32 12 5 135 79 1,218 1,193 Maine 616 588 1 27 0 6 1 516 399

Maryland 1,438 1,329 37 27 45 47 97 818 696 Massachusetts 1,866 1,801 7 38 20 80 ‡ 1,070 602 Michigan 3,496 2,993 186 4 313 375 454 2,304 1,499 Minnesota 2,435 1,674 283 9 469 205 80 897 386 Mississippi 1,071 914 1 91 65 0 17 858 843

Missouri 2,414 2,235 53 64 62 62 29 1,860 1,546 Montana 824 818 2 0 4 † 0 717 415 Nebraska 1,092 1,016 24 0 52 † 0 463 340 Nevada 665 611 15 0 39 45 37 357 351 New Hampshire 488 488 0 0 0 28 1 426 156

New Jersey 2,571 2,374 63 55 79 87 0 1,680 526 New Mexico 885 847 5 1 32 97 † 790 764 New York 4,826 4,618 129 24 55 248 ‡ 4,422 3,156 North Carolina 2,594 2,485 23 8 78 149 111 2,181 2,062 North Dakota 513 470 31 12 0 † † 260 104

Ohio 3,631 3,517 44 70 0 381 — 2,829 2,201 Oklahoma 1,796 1,791 4 0 1 35 0 1,276 1,108 Oregon 1,242 1,209 1 0 32 126 † 573 483 Pennsylvania 3,055 2,959 4 85 7 185 8 2,316 1,593 Rhode Island 307 291 1 10 5 25 † 235 147

South Carolina 1,244 1,181 9 42 12 66 141 1,098 1,093 South Dakota 698 654 12 4 28 0 † 596 348 Tennessee 1,851 1,796 16 17 22 80 129 1,508 1,457 Texas 8,798 7,818 13 0 967 681 253 7,055 6,734 Utah 1,020 920 69 4 27 110 22 316 234

Vermont 316 300 0 15 1 † 2 253 222 Virginia 2,134 1,866 53 90 125 7 126 727 558 Washington 2,398 1,966 94 20 318 1 — 1,599 1,342 West Virginia 745 682 3 30 30 † 0 337 333 Wisconsin 2,255 2,146 11 6 92 244 6 1,517 732 Wyoming 367 342 3 0 22 4 0 160 88 See notes at end of table.

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Table 3. Number of operating public elementary and secondary schools, by school type, charter, magnet, Title I, and Title I schoolwide status, and state or jurisdiction: School year 2014–15—Continued

School type

State or jurisdiction

Total number of operating

schools1

Regular Special

education Vocational education

Alternative education

Charter Magnet Title I2 Title I

schoolwide2

Department of Defense Education Activity, Bureau of Indian Education, and other jurisdictions Department of Defense (DoDEA) 179 179 0 0 0 † — † † Bureau of Indian Education 174 174 0 0 0 † — — — American Samoa — — — — — — — — — Guam 40 40 0 0 0 † — — — Commonwealth of the

Northern Mariana Islands — — — — — — — — — Puerto Rico 1,378 1,319 19 30 10 † 0 1,358 1,284 U.S. Virgin Islands 30 29 0 1 0 † 1 — — — Not available. † Not applicable. Some states/jurisdictions do not have charter school authorization and some states/jurisdictions do not designate magnet schools. ‡ Reporting standards not met. Data missing for more than 80 percent of schools in the state or jurisdiction. 1Total number of operating schools excludes schools also reported by the Bureau of Indian Education (BIE). The number of operating schools shared with the BIE include one in Arizona, one in Michigan, and eight in North Dakota. 2Schools eligible for Title I schoolwide programs are also included in the count of all Title I eligible schools. A Title I eligible school is one in which the percentage of children from low-income families is at least 35 percent of children from low-income families served by the LEA as a whole. A schoolwide Title I eligible school has a percentage of low-income students that is at least 40 percent. For the complete definitions, see Appendix B: Glossary in Documentation to the 2014–15 Common Core of Data (CCD) Universe Files (NCES 2016-077). 3A “reporting states” total is shown only if data are available for at least 85 percent of all schools in the United States. NOTE: Every school is assigned a school type based on its instructional emphasis; numbers and types of schools may differ from those published by states. For detailed definitions of school type, please see Appendix B: Glossary in Documentation to the 2014–15 Common Core of Data (CCD) Universe Files (NCES 2016-077). A school may also be included under the Charter, Magnet, and/or Title I statuses, which are independent of one another and of school type. SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), “Public Elementary/Secondary School Universe Survey,” Provisional Version 1a.

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Table 4. Number of city, suburban, town, and rural regular public elementary and secondary schools with membership and percentage distribution of students in membership, by state or jurisdiction: School year 2014–15

State or jurisdiction

Total number of

schools1

Total number of students2

City Suburban Town Rural

Number of schools

Percent of Students

Number of schools

Percent of Students

Number of schools

Percent of students

Number of schools

Percent of students

United States3 88,746 49,178,936 23,632 30.2 28,292 39.8 11,666 11.4 25,152 18.6

Alabama 1,322 741,659 289 23.6 232 21.9 195 14.4 606 40.1 Alaska 457 122,525 84 36.3 13 8.1 75 25.2 285 30.3 Arizona 1,941 1,095,898 909 48.9 471 31.0 262 10.5 299 9.6 Arkansas 1,064 490,108 229 28.2 121 14.3 238 24.2 476 33.3 California 8,753 6,049,964 3,562 42.8 3,593 45.9 634 5.7 963 5.6

Colorado 1,741 869,795 572 38.3 542 39.4 196 9.0 431 13.4 Connecticut 1,047 524,843 296 29.5 555 55.7 40 2.8 156 12.0 Delaware 194 123,553 35 13.7 98 53.0 32 16.7 29 16.7 District of Columbia 209 79,504 209 100.0 0 0 0 0 0 0 Florida 3,463 2,692,584 957 25.7 1,866 58.8 216 4.4 424 11.1

Georgia 2,239 1,740,279 413 15.9 851 46.5 276 10.8 699 26.8 Hawaii 287 182,258 69 24.0 105 45.1 73 21.8 40 9.1 Idaho 634 283,716 116 23.5 117 27.8 143 24.0 258 24.7 Illinois 3,932 2,029,591 973 30.1 1,636 49.0 505 10.2 817 10.7 Indiana 1,848 1,044,388 504 30.6 395 26.8 289 14.7 660 27.9

Iowa 1,335 494,299 232 27.5 109 12.5 321 25.6 673 34.3 Kansas 1,328 490,696 244 27.5 152 18.1 331 26.6 601 27.8 Kentucky 1,219 679,271 157 16.0 224 22.0 312 26.0 526 35.9 Louisiana 1,330 713,135 364 29.2 322 29.0 231 14.5 412 27.3 Maine 585 177,271 48 12.5 66 16.6 76 17.1 395 53.8

Maryland 1,329 855,963 303 20.9 759 61.6 56 3.7 211 13.8 Massachusetts 1,801 916,309 327 17.6 1,234 72.0 39 1.5 201 9.0 Michigan 2,973 1,416,830 670 23.7 1,088 43.6 371 11.6 844 21.2 Minnesota 1,655 826,878 323 21.4 419 36.2 323 20.7 590 21.7 Mississippi 913 490,917 102 10.8 89 13.9 267 28.4 455 46.9

Missouri 2,210 912,758 370 18.5 528 34.8 391 20.5 921 26.2 Montana 818 144,447 64 25.3 11 2.0 138 36.8 605 35.9 Nebraska 1,005 312,635 210 38.4 89 15.3 192 21.2 514 25.1 Nevada 610 455,370 254 48.9 178 37.3 70 7.4 108 6.3 New Hampshire 485 183,600 48 14.8 133 37.0 69 14.1 235 34.1

New Jersey 2,370 1,337,551 237 10.0 1,877 80.0 61 2.1 195 7.9 New Mexico 841 334,899 217 34.1 87 14.1 229 27.2 308 24.5 New York 4,618 2,643,046 2,035 45.0 1,485 37.1 353 6.4 745 11.5 North Carolina 2,483 1,526,956 640 28.4 483 23.7 308 10.6 1,052 37.3 North Dakota 468 104,339 59 28.0 23 11.1 63 21.1 323 39.9

Ohio 3,506 1,717,463 770 19.2 1,295 45.3 511 13.4 930 22.2 Oklahoma 1,791 688,300 277 23.6 218 22.2 396 24.1 900 30.2 Oregon 1,205 558,208 327 34.8 253 27.0 293 24.1 332 14.1 Pennsylvania 2,946 1,709,778 571 20.7 1,355 51.2 293 9.2 727 18.9 Rhode Island 291 136,704 69 24.3 185 65.4 0 0.0 37 10.3

South Carolina 1,179 754,725 211 19.7 348 35.6 157 11.8 463 32.9 South Dakota 651 130,683 59 27.6 6 1.7 100 30.7 486 40.0 Tennessee 1,724 991,191 559 32.4 272 20.3 283 16.9 610 30.4 Texas 7,793 5,152,965 2,890 41.7 1,971 32.3 1,013 9.9 1,919 16.0 Utah 915 623,495 150 16.3 484 62.7 116 10.9 165 10.1

Vermont 300 84,437 14 7.8 17 9.1 53 27.2 216 55.9 Virginia 1,848 1,278,161 428 23.1 673 45.2 163 7.1 584 24.6 Washington 1,934 1,028,131 550 32.8 688 42.7 262 12.5 434 12.0 West Virginia 676 279,180 82 15.4 125 20.4 130 22.4 339 41.8 Wisconsin 2,144 864,530 504 29.4 445 28.0 418 19.6 776 22.9 Wyoming 336 93,150 50 25.2 6 2.0 103 45.0 177 27.7 See notes at end of table.

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Table 4. Number of city, suburban, town, and rural regular public elementary and secondary schools with membership and percentage distribution of students in membership, by state or jurisdiction: School year 2014–15—Continued

City Suburban Town Rural

State or jurisdiction

Total number of

schools1

Total number of students2

Number of schools

Percent of Students

Number of schools

Percent of Students

Number of schools

Percent of students

Number of schools

Percent of students

Department of Defense Education Activity, Bureau of Indian Education, and other jurisdictions Department of

Defense (DoDEA) — — — — — — — — — — Bureau of Indian

Education — — — — — — — — — — American Samoa — — — — — — — — — — Guam — — — — — — — — — — Commonwealth of

the Northern Mariana Islands — — — — — — — — — —

Puerto Rico 1,318 390,306 320 24.9 830 65.2 63 4.4 105 5.6 U.S. Virgin Islands 29 14,241 0 0 0 0 29 100.0 0 0.0 — Not available. † Not applicable. 1 The total number of schools is limited to regular, operational schools with membership and excludes schools also reported by the Bureau of Indian Education (BIE). The number of operating schools shared with the BIE include one in Arizona, one in Michigan, and eight in North Dakota. 2 Total number of students is the count of students enrolled on October 1 of the reported school year. 3 U.S. totals include the 50 states and the District of Columbia. NOTE: Detail may not sum to total due to rounding. The locales of “city,” “suburban,” “town,” and “rural” are a collapse of the 12 category, urban-centric locale code. See “Locale, Urban-Centric” in Appendix B: Glossary in Documentation to the 2014–15 Common Core of Data (CCD) Universe Files (NCES 2016-077). SOURCE: U.S. Department of Education, National Center for Education Statistics (NCES), Common Core of Data (CCD), “Public Elementary/Secondary School Universe Survey,” Provisional Version 1a, and the NCES Education Demographic and Geographic Estimates (EDGE), “Public Elementary/Secondary School Universe—Geographic Data,” 2014–15.

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Appendix A: Methodology and Technical Notes

The CCD is a subset of the data collected through the Department of Education’s EDFacts collection system. State Education Agencies (SEAs) annually submit over 100 data files through the EDFacts Submission System (ESS). The CCD universe files are based on the data provided in 9 of those files. Submission due dates for these files ranged from January 1, 2015 through May 30, 2015. Not all states were able to meet the initial due dates.

ESS checks submitted files for format and conducts some validation checks. Files that pass these initial checks are then passed to NCES for additional processing.

During the course of the SY 2014–15 collection, NCES moved the post-ESS data processing from the Census Bureau and Census’ processing system, to EDFacts’ Partner Support Center (PSC) and the new Data Management System (DMS). Census processed the initial submissions and produced exception reports which were provided to SEAs. In November of 2015, the responsibility for follow-up and issue resolution was transferred to PSC. Data issue identification and resolution relied primarily on the Census-generated issues report. However, some late submissions and re-submissions used the DMS to identify and resolve remaining issues. When errors in data were found, SEAs were encouraged to re-submit the data file through ESS. This provisional release of the CCD universe files is based on the submissions and re-submissions received through December 30, 2015 and is designated as ‘1a’ in file names. Re-releases of these data files will be designated with an incremented release number (e.g., ‘2a’).

In prior SY data files, geographic data were included with the CCD directory files. Those data are now processed and published separately by NCES’ Education Demographic and Geographic Estimates (EDGE) program (see https://nces.ed.gov/programs/edge/ for more details).

When SEAs could not re-submit files to correct data problems, NCES made the corrections to the data directly. NCES’ preference is to publish the data as reported by the SEAs. However, NCES makes some adjustments to the reported data for the following reasons.

• To set appropriate default values. • To bring SEAs’ definitions into conformity with NCES definitions (e.g., school

typologies). • To carry over corrections researched and resolved in prior years. • To impute for missing values in state-level data. • To suppress LEA or school-level enrollment or staff counts that are greatly inconsistent

with prior year reports. This is done only if the SEA did not provide an explanation for the anomaly.

• To suppress high or low counts that might compromise confidential data.

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More detailed explanations of the methodology used to collect these data and a glossary of CCD terms are available in the Documentation to the 2014–15 Common Core of Data (CCD) Universe Files (NCES 2016077), available online at http://nces.ed.gov/ccd/stnfis.asp.

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Appendix B: Glossary

agency charter status Indication of the relationship between the agency and associated charter schools. Categories are: all associated schools are charters; some associated schools are charter; no associated schools are charter.

alternative education school A public elementary/secondary school that (1) addresses needs of students that typically cannot be met in a regular school; (2) provides nontraditional education; (3) serves as an adjunct to a regular school; or (4) falls outside the categories of regular, special education, or career/technical education.

American Indian/Alaska Native A person having origins in any of the original peoples of North and South America (including Central America), and who maintains tribal affiliation or community attachment (OMB directive, 1977, 1997).

American National Standards Institute (ANSI) code Two-digit code assigned by the Federal Information Processing Standards that uniquely identifies a state or other jurisdiction.

Asian A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent including, for example, Cambodia, China, Japan, Korea, Malaysia, Pakistan, the Philippine Island, Thailand, and Vietnam (OMB directive, 1997).

Asian/Pacific Islander A person having origins in any of the original peoples of the Far East, Southeast Asia, the Indian subcontinent, or the Pacific Islands. This area includes, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, Thailand, Vietnam, Guam, the Philippine Islands, Samoa, and other Pacific Islands (OMB directive, 1977).

Black or African American A person having origins in any of the black racial groups of Africa (OMB directive, 1977, 1997).

boundary change See “Operational Status, Agency” for definition. Name of term was changed to “Operational Status, Agency” after SY 1997–98.

Career and Technical Education (CTE) school CTE schools form one of the 4 types of schools identified by the CCD variable TYPE. A school of this type focuses primarily on providing career and technical education (formerly called “vocational education”.

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The Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV) Sec. 3(5), defines “career and technical education” as “organized educational activities that—(A) offer a sequence of courses that—(i) provides individuals with coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in current or emerging professions; (ii) provides technical skill proficiency, an industry-recognized credential, a certificate, or an associate degree; and (iii) may include prerequisite courses (other than a remedial course) that meet the requirements of this subparagraph; and (B) include competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, occupation-specific skills, and knowledge of all aspects of an industry, including entrepreneurship, of an individual.”

charter school A school providing free public elementary or secondary education to eligible students under a specific charter granted by the state legislature or other appropriate authority, and designated by such authority to be a charter school.

city locale See “Locale, Urban-Centric.”

classroom teacher See “Teacher.”

combined statistical area (CSA) If an area that qualifies as a metropolitan area (MA) has greater than one million people, two or more core-based statistical areas (CBSAs) may be defined within it. Each CBSA consists of a large urbanized county or cluster of counties (cities and towns in New England) that demonstrate very strong internal economic and social links, in addition to close ties to other portions of the larger area. When CBSAs are established, the larger MA of which they are component parts is designated a combined statistical area (CSA). CSAs and CBSAs are established only where local governments favor such designations for a large MA.

congressional district code Congressional districts are legislatively defined subdivisions of a state for the purpose of electing representatives or delegates to the House of Representatives of the United States Congress. A state or equivalent entity may consist of a single congressional district or similar representational area. The American National Standards Institute (ANSI) provides the structure of numeric codes for representing congressional districts and similar areas defined for the various congresses of the United States.

The congressional district codes are two-digit numeric codes used to represent the congressional districts of each multidistrict state of the United States. For example, the First Congressional District is identified as “01,” the Second Congressional District as “02,” etc. The Congressional District in a state with only a single representative elected at large is designated as “00.” In the 110th Congress, this applies to Alaska, Delaware, Montana, North Dakota, South Dakota,

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Vermont, and Wyoming. For an entity with a nonvoting delegate—the District of Columbia, American Samoa, Guam, Puerto Rico (whose delegate is referred to as a “resident commissioner”), and the U.S. Virgin Islands—the representational area is designated as “98.” Those entities with no representation in the Congress—the Northern Mariana Islands, Palau, and the several U.S. minor outlying islands are designated as “99.”

Although congressional district codes are unique within each state and equivalent entity, and for each Congress, the congressional districts in different states may have the same code. For example, the First Congressional District of Alabama and of Arizona are both coded “01.” Since the CCD requires the identification of congressional districts in more than one state, the congressional district code is preceded by the ANSI state numeric code. For example, the First Congressional District of Arizona is coded “0401,” with the first two digits (04) representing the ANSI state numeric code.

core-based statistical area (CBSA) If an area that qualifies as an MA has greater than one million people, two or more CBSAs may be defined within it. Each CBSA consists of a large urbanized county or cluster of counties (cities and towns in New England) that demonstrate very strong internal economic and social links, in addition to close ties to other portions of the larger area.

county name, local education agency (LEA) file The name of the county in which a LEA is located. Prior to SY 2006–07, the county assignment was based on the counties of the schools associated with the LEA, weighted by student enrollment.

county name, school file The name of the county in which a school is located.

county number Five-digit code assigned by ANSI that uniquely identifies every county in the United States. Digits 1 and 2 are the state ANSI code and digits 3–5 identify a county within that state.

diploma recipient A student who received a diploma recognizing the completion of secondary school requirements during the previous school year and subsequent summer school. It excludes high school equivalency and other high school completers (e.g., those granted a certificate of attendance.) (See also “Graduate, High School.”)

diploma, high school A formal document certifying the successful completion of a secondary school program prescribed by the SEA or other appropriate body.

district locale code, metro-centric See “District Locale, Metro-Centric.”

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district locale code, urban-centric See “District Locale, Urban-Centric.”

district locale, metro-centric A code derived from the locale codes of schools within the district, weighted by the number of students in each locale type. The metro-centric locale assignment system was used until SY 2006–07. (See also “Locale, Metro-Centric.”)

district locale, urban-centric A code derived from the locale codes of schools within the district, weighted by the number of students in each locale type. The urban-centric locale assignment system has been used since SY 2006–07. (See also “Locale, Urban-Centric.”)

dropout A student who was enrolled in school at some time during the previous school year; was not enrolled at the beginning of the current school year; has not graduated from high school or completed a state- or district-approved educational program; and does not meet any of the following exclusionary conditions: has transferred to another public school district, private school, or state- or district-approved educational program; is temporarily absent due to suspension or school-approved illness; or has died. Item was first collected in SY 1992–93.

education agency A government agency administratively responsible for providing public elementary or secondary instruction or educational support services.

elementary A general level of instruction classified by state and local practice as “elementary,” composed of any span of grades not above grade 8; preschool or kindergarten included only if it is an integral part of an elementary school or a regularly established school system.

elementary teacher Teacher of a group or class that is within a general level of instruction classified by state and local practice as elementary. Preschool or kindergarten are included only if an integral part of an elementary school or a regularly established school system.

English language learner (ELL) “English language learner (ELL)” was formerly referred to as LEP. Refers to students being served in appropriate programs of language assistance (e.g., English as a Second Language, High Intensity Language Training, bilingual education). Does not include pupils enrolled in a class to learn a language other than English. Also, ELL students are individuals who were not born in the United States or whose native languages are languages other than English; individuals who are migratory, whose native language are languages other than English, and who come from environments where a language other than English is dominant; American Indians or Alaska Natives, or native residents of the outlying areas and who come from environments where languages other than English have a significant impact on their level of English-language proficiency; and individuals who have sufficient difficulties in speaking, reading, writing, or

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understanding the English language which deny such individuals the ability to meet the state’s proficient level or achievement on state assessments, or the ability to successfully achieve in classrooms where the language of instruction is English, or the opportunity to participate fully in society. Item was first collected in SY 1998–99. federally operated education agency A federally operated agency that is charged, at least in part, with providing elementary or secondary instruction or support services. free-lunch eligible student A student who is eligible to participate in the Free Lunch Program under the National School Lunch Act. full-time equivalent (FTE) The amount of time required to perform an assignment stated as a proportion of a full-time position and computed by dividing the amount of time employed by the time normally required for a full-time position. general educational development (GED) test A comprehensive test used primarily to appraise the educational development of students who have not completed their formal high school education and who may earn a high school equivalency certificate through achievement of satisfactory scores. Grade 13 Grade 13 is used to designate high school students who are enrolled in programs where they can earn college credit in an extended high school environment, or CTE students in a high school program that continues beyond grade 12. (See section 2.5 of the 052-Membership file specifications for a more detailed description.) There is a grade-offered flag for grade 13 on the directory files; it is a possible low and high grade (GSLO and GSHI); and it is considered in the derivation of the school LEVEL variable. Enrollment counts for grade 13 students are included in the membership file and they are included in the MEMBER count of students. grade span offered The span of grades intended to be served by a school or agency, whether or not there are students currently enrolled in all grades. If a high school also has a prekindergarten program, the grade span of the high school is reported as a high school, not as a PK–12 school. In addition, the ungraded designation (UG) cannot be used in a grade span unless the whole school consists of ungraded students, and in this case, the grade span is reported as UGUG. “Grade span” was calculated from school membership through SY 1997–98 and first collected as a separate item in SY 1998–99. graduate, high school A student who received a diploma recognizing the completion of secondary school requirements during the previous school year and subsequent summer school. It excludes high school equivalency and other high school completers (e.g., those granted a certificate of attendance). (See also, “Diploma Recipient.”)

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guidance counselor/director Professional staff assigned specific duties and school time for counseling students and parents, addressing learning problems, evaluating student abilities, and assisting students in career and personal development. The state applies its own standards in apportioning the aggregate of guidance counselors/directors into the elementary- and secondary-level components. Head Start Program A federally funded program that provides comprehensive educational, social, health, and nutritional services to low-income preschool children and their families, and children from ages 3 to school-entry age (i.e., the age of compulsory school attendance). Head Start students and teachers are reported on the CCD only when the program is administered by an LEA. high school completion count A count of diploma recipients and other high school completers. Does not include high school equivalency recipients. high school equivalency certificate A formal document certifying that an individual met the state requirements for high school graduation equivalency by obtaining satisfactory scores on an approved examination, and meeting other performance requirements (if any) set by a SEA or other appropriate body. high school equivalency recipient Individual who received a high school equivalency certificate during the previous school year or subsequent summer. The CCD reports only equivalency recipients who are 19 years of age or younger. Item was last reported on the Local Education Agency Survey in SY 1990–91 but was collected by the State Nonfiscal Survey through SY 2002–03. Beginning with the SY 2003–04 collection, the item was replaced by the number of individuals age 19 or younger who passed the GED examination, as reported by the GED Testing Service. high school graduate, other programs A student who received a high school diploma, equivalency diploma, or other completion credential during the previous school year or subsequent summer school. The credential is based upon completion of other-than-the-standard high school requirements or is achieved through nontraditional means. Term was last used in SY 1986–87. See “Other Diploma Recipient,” “High School Equivalency Recipient,” and “Other High School Completer.” high school graduate, regular day school A student who received a high school diploma during the previous school year or subsequent summer school; the diploma is based upon completion of high school requirements through traditional means. Term was last used in SY 1986–87. See “Regular Diploma Recipient.” Hispanic A person of Mexican, Puerto Rican, Cuban, Central or South American, or other Spanish culture or origin, regardless of race (OMB directive, 1977, 1997).

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Individualized Education Program (IEP) A written instructional plan for students with disabilities designated as “special education students” under the Individuals with Disabilities Education Act, Part B. Each plan includes (1) a statement of the child’s present levels of educational performance; (2) a statement of measurable annual goals, including academic and functional goals; (3) for children with disabilities who take alternate assessments aligned to alternate achievement standards, a description of benchmarks or short term objectives; (4) a statement of the special education and related services and supplementary aids and services; and (5) a statement of any individual accommodations that are necessary to measure the academic achievement and functional performance of the child on state and districtwide assessment; and if the IEP Team determines that the child must take an alternate assessment instead of a particular regular state or districtwide assessment of student achievement, a statement of why the child cannot participate in the regular assessment and why the particular alternate assessment selected is appropriate for the child. instructional aide Staff assigned to assist a teacher with routine activities associated with teaching (i.e., activities requiring minor decisions regarding students), such as monitoring, conducting rote exercises, operating equipment, and clerking. Includes only paid staff and excludes volunteer aides. instructional coordinator and supervisor Staff supervising instructional programs at the school district or subdistrict level, including supervisors of educational television staff; coordinators and supervisors of audiovisual services; curriculum coordinators and in-service training staff; Title I coordinators and home economics supervisors; and supervisory staff engaged in the development of computer-assisted instruction. School-based department chairpersons are excluded. kindergarten A group or class that is part of a public school program and is taught during the year preceding first grade. kindergarten teacher Teacher of a group or class that is part of a public school program and is taught during the year preceding first grade. large city locale See “Locale, Metro-Centric.” large town locale See “Locale, Metro-Centric.” latitude Latitude is the north or south angular distance from the equator, with positive values going north and negative values going south. When combined with longitude, it reflects an estimation of where the school is physically situated on the street segment to which it was coded. Coordinate degrees, minutes, and seconds have been converted to, and are displayed in terms of, their

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decimal equivalent. The digits to the left of the decimal point represent the number of degrees from the equator, and the digits to the right of the decimal point represent the fraction of the degree carried out to six decimal places. For example, if a school’s latitude is 30 degrees, 30 minutes north, then it is shown as 30.500000. librarian or media specialist A professional staff member or supervisor assigned specific duties and school time for professional library services activities. These include selecting, acquiring, preparing, cataloging, and circulating books and other printed materials; planning the use of the library by students, teachers, and instructional staff; and guiding individuals in the use of library books and material maintained separately or as a part of an instructional materials center. library and media support staff Staff member who renders other professional library and media services; also includes library aides and those involved in library/media support. Duties include selecting, preparing, caring for, and making available to instructional staff, equipment, films, filmstrips, transparencies, tapes, TV programs, and similar materials maintained separately or as part of an instructional materials center. Also, include activities in the audiovisual center, TV studio, related work-study areas, and services provided by audiovisual personnel. limited-English-proficient (LEP) See “English Language Learner (ELL).” local education agency (LEA) The government agency at the local level, whose primary responsibility is to operate public schools or to contract for public school services. Also referred to as a school district. local education agency administrative support staff Staff members providing direct support to LEA administrators, business office support, data processing, secretarial, and other clerical staff. local education agency administrator Chief executive officers of education agencies, including superintendents, deputies, assistant superintendents, and other persons with districtwide responsibilities (e.g., business managers and professional instructional support staff). Excludes supervisors of instructional or student support staff. local education agency ID Seven-digit code assigned by NCES that uniquely identifies each LEA. Digits 1 and 2 are the ANSI state code; digits 3–7 are assigned by NCES and are unique within a state. local education agency type A classification of educational agencies according to the level of administrative and operational control. The types are (1) local school district that is not a component of a supervisory union; (2) local school district that is a component of a supervisory union; (3) supervisory union administrative center; (4) regional education services agency; (5) state-operated agency; (6)

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federally operated agency; (7) charter agency; and (8) other education agencies. locale code, metro-centric See “Locale, Metro-Centric.” locale code, urban-centric See “Locale, Urban-Centric.” locale, metro-centric An indication of a school’s location, relative to a populous area. The locales assigned to school districts are based on the locale code of their schools, weighted by the size of the schools’ membership. The metro-centric locale assignment system was used from SY 1998–99 through SY 2005–06. The locale code categories are defined below. Large city: A principal city of a metropolitan CBSA, with the city having a population greater than or equal to 250,000. Midsize city: A principal city of a metropolitan CBSA, with the city having a population fewer than 250,000. Urban fringe of a large city: Any incorporated place, Census-designated place, or nonplace territory within a metropolitan CBSA of a large city and defined as urban by the Census Bureau. Urban fringe of a midsize city: Any incorporated place, Census-designated place, or nonplace territory within a metropolitan CBSA of a midsize city and defined as urban by the Census Bureau. Large town: An incorporated place or Census-designated place with a population greater than or equal to 25,000 and located outside a metropolitan CBSA or inside a micropolitan CBSA. Small town: An incorporated place or Census-designated place with a population fewer than 25,000 and greater than or equal to 2,500 and located outside a metropolitan CBSA or inside a micropolitan CBSA. Rural, outside CBSA: Any incorporated place, Census-designated place, or nonplace territory not within a metropolitan CBSA or within a micropolitan CBSA and defined as rural by the Census Bureau. Rural, inside CBSA: Any incorporated place, Census-designated place, or nonplace territory within a metropolitan CBSA and defined as rural by the Census Bureau. locale, urban-centric An indication of school’s location relative to a populous area. The locales assigned to school districts are based on the locale code of their schools, weighted by the size of the schools’ membership. The urban-centric locale assignment system has been used since SY 2006–07. The locale code categories are defined below. City, large: Territory inside an urbanized area and inside a principal city with a population of 250,000 or more. City, midsize: Territory inside an urbanized area and inside a principal city with a population fewer than 250,000 and greater than or equal to 100,000. City, small: Territory inside an urbanized area and inside a principal city with a population fewer than 100,000.

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Suburb, large: Territory outside a principal city and inside an urbanized area with a population of 250,000 or more. Suburb, midsize: Territory outside a principal city and inside an urbanized area with a population fewer than 250,000 and greater than or equal to 100,000. Suburb, small: Territory outside a principal city and inside an urbanized area with a population fewer than 100,000. Town, fringe: Territory inside an urban cluster that is fewer than or equal to 10 miles from an urbanized area. Town, distant: Territory inside an urban cluster that is greater than 10 miles and fewer than or equal to 35 miles from an urbanized area. Town, remote: Territory inside an urban cluster that is greater than 35 miles from an urbanized area. Rural, fringe: Census-defined rural territory that is fewer than or equal to 5 miles from an urbanized area, as well as rural territory that is fewer than or equal to 2.5 miles from an urban cluster. Rural, distant: Census-defined rural territory that is more than 5 miles, but fewer than or equal to 25 miles from an urbanized area, as well as rural territory that is more than 2.5 miles but fewer than or equal to 10 miles from an urban cluster. Rural, remote: Census-defined rural territory that is more than 25 miles from an urbanized area and is also more than 10 miles from an urban cluster. longitude Longitude is the east or west angular distance from the prime meridian, with positive values going east and negative values going west. When combined with latitude, it reflects an estimation of where the school is physically situated on the street segment to which it was coded. Coordinate degrees, minutes, and seconds have been converted to, and are displayed in terms of, their decimal equivalent. The digits to the left of the decimal point represent the number of degrees from the prime meridian. The digits to the right of the decimal point represent the fraction of the next degree carried out to six decimal places. For example, if a school’s longitude is 90 degrees, 15 minutes west, then it is shown as –90.250000. magnet school or program A special school or program designed to attract students of different racial/ethnic backgrounds for the purpose of reducing, preventing, or eliminating racial isolation (50 percent or more minority enrollment); and to provide an academic or social focus on a particular theme (e.g., science/math, performing arts, gifted/talented, or foreign language). media specialist See “Library and Media Support Staff.” membership The count of students on the current roll taken on the school day closest to October 1, by using either the sum of original entries and re-entries, minus total withdrawals or the sum of the total present and the total absent.

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metropolitan statistical area (MSA) An area consisting of one or more contiguous counties (cities and towns in New England) that contain a core area with a large population nucleus, as well as adjacent communities having a high degree of economic and social integration with that core. metropolitan status (metro status) Metro status is defined as the classification of the reported location of an education agency’s administrative office, relative to an MSA. (See also “Metropolitan Statistical Area.”) micropolitan statistical area A CBSA associated with at least one urban cluster that has a population of at least 10,000 but fewer than 50,000. The micropolitan statistical area consists of the central county or counties that contain the core, plus adjacent outlying counties having a high degree of social and economic integration with the central county, as measured through commuting. midsize city locale See “Locale, Metro-Centric.” migrant student Children who are, or whose parents or parent’s spouses are, migratory agricultural workers, including migratory dairy workers, or migratory fishers, and who, in the preceding 36 months, in order to obtain (or accompany such parents or spouses in order to obtain) temporary or seasonal employment in agricultural or fishing work (a) have moved from one LEA to another; (b) in a state that consists of a single LEA, have moved from one administrative area to another within such LEA; or (c) reside in a LEA of more than 15,000 square miles and migrate a distance of 20 miles or more to a temporary residence to engage in a fishing activity. Native Hawaiian or Other Pacific Islander A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands (OMB directive, 1997). officials and administrators See “Local Education Agency Administrator.” operational status, agency Classification of the operational conditions or changes in an education agency’s boundaries or jurisdiction. Classifications include currently operational; closed; new; added; changed boundary; temporarily closed and may reopen within 3 years; scheduled to be operational within 2 years; and reopened. Prior to SY 1998–99, the term “Boundary Change” was used. operational status, school Classification of the operational condition of a school. Classifications include currently operational; closed; new; added; changed agency; temporarily closed and may reopen within 3 years; scheduled to be operational within 2 years; and reopened.

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other diploma recipient A student who received a diploma through other than a regular school program during the previous school year or subsequent summer. Last reported in SY 1997–98; combined with “Regular Diploma Recipient” in SY 1998–99, with both categories reported as “Diploma Recipient.” other high school completer Student who has received a certificate of attendance or other certificate of completion in lieu of a diploma during the previous school year and subsequent summer school. other support staff Support staff not reported in instructional or student support. Includes employees such as plant and equipment maintenance workers, bus drivers, security, and food service workers. prekindergarten student A student who is enrolled in a group or class that is part of a public school program taught during the year or years preceding kindergarten, excluding Head Start students unless part of an authorized public education program of a LEA. prekindergarten teacher Teacher of a group or class that is part of a public school program that is taught during the year or years preceding kindergarten; includes teachers of Head Start students if part of an authorized public education program of a LEA. public school An institution that provides educational services and (1) has one or more grade groups (prekindergarten through grade 12) or is ungraded; (2) has one or more teachers to give instruction; (3) is located in one or more buildings or sites; (4) has an assigned administrator; (5) receives public funds as primary support; and (6) is operated by an education agency. reduced-price-lunch eligible student A student who is eligible to participate in the Reduced-Price Lunch Program under the National School Lunch Act. regional education service agency An agency created for the purposes of providing specialized educational services to other education agencies. regular diploma recipient See “High School Graduate, Regular Day School.” Last reported in SY 1997–98; combined with “Other Diploma Recipient” in SY 1998–99, with both categories reported as “Diploma Recipient.” regular school A public elementary/secondary school providing instruction and education services that do not

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focus primarily on special education, career/technical education, or alternative education, or on any of the particular themes associated with magnet/special program emphasis schools. reportable program A “program within an education agency that may be self-contained and is supported or partially supported through federal funding to provide educational services. These programs do not have their own administrator(s) and do not meet the definition of a public school.” (from the 029 Directory file specifications). These are identified as a TYPE=5 on the CCD school directory. No enrollment or staff data are reported for these programs. These programs are not included in any NCES reporting. However, they can provide researchers with a fuller picture of public elementary/secondary education activities, and so have been added to the published files. rural locale See “Locale, Urban-Centric.” rural, inside CBSA See “Locale, Metro-Centric.” rural, outside CBSA See “Locale, Metro-Centric.” school An institution that provides educational services and:

• has one or more grade groups (prekindergarten through 12) or is ungraded • has one or more teachers • is located in one or more buildings • has assigned administrator(s) • receives public funds as its primary support, and • is operated by an education agency.

school administrative support staff Staff whose activities are concerned with support of the teaching and administrative duties of the office of the principal or department chairpersons. Category includes clerical staff and secretaries. school administrator Staff whose activities are concerned with directing and managing the operation of a particular school. Category includes principals, assistant principals, and other assistants; and persons who supervise school operations, assign duties to staff members, supervise and maintain the records of the school, and coordinate school instructional activities with those of the education agency, including department chairpersons. school district An education agency or administrative unit that operates under a public board of education. Also referred to as an LEA.

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school identification (ID) number Twelve-digit code assigned by NCES that uniquely identifies each public school. Digits 1 and 2 are the ANSI state code; digits 3–7 are the LEAID; and digits 8–12 identify the school uniquely within a state. school type The CCD classification of public elementary/secondary schools according to the curriculum offered. The types are

• regular; • special education; • career/technical; and • alternative.

schoolwide Title I eligible school A school that is a Title I eligible school and its percentage of low-income students is at least 40 percent. (See also “Title I Eligible School.”) secondary The general level of instruction classified by state and local practice as secondary and composed of any span of grades beginning with the next grade following the elementary grades and ending with or below grade 12. secondary teacher Teacher of a group or class that is within the general level of instruction classified by state and local practice as secondary. shared-time school A school in which some or all of the students are enrolled at a different school of record and attend the shared-time school on a part-day basis; for example, a regional career/technical center attended by students from multiple high schools on a part-day basis. small town locale See “Locale, Metro-Centric.” special education school A public elementary/secondary school that focuses primarily on special education—including instruction for any of the following students with: autism, deaf-blindness, developmental delay, hearing impairment, intellectual disability, multiple disabilities, orthopedic impairment, serious emotional disturbance, specific learning disability, speech or language impairment, traumatic brain injury, visual impairment, and other health impairments—and that adapts curriculum, materials, or instruction for students served. state education agency (SEA) An agency of the state charged with primary responsibility for coordinating and supervising public instruction, including setting standards for elementary and secondary instructional

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programs. state, federal, and other agencies Include stated operated agency, federally operated agency, and other education agency. (See also “State-Operated Agency,” “Federally Operated Education Agency,” and “Other Education Agency.”) state-operated agency Agency that is charged, at least in part, with providing elementary and secondary instruction or support services. Examples include elementary/secondary programs operated by the state for the deaf or blind; and programs operated by state correctional facilities. student An individual for whom instruction is provided in an elementary or secondary education program that is not an adult education program and is under the jurisdiction of a school, school system, or other education institution. student support services staff Professional staff members whose activities are concerned with the direct support of students and who nurture, but do not instruct, students. Includes attendance officers; staff providing health, psychology, speech pathology, audiology, or social services; and supervisors of the preceding staff and of health, transportation, and food service workers. suburb locale See “Locale, Urban-Centric.” supervisory union An education agency where administrative services are performed for more than one school district by a common superintendent. teacher A professional school staff member who instructs students in prekindergarten, kindergarten, grades 1–12, or ungraded classes, and who maintains daily student attendance records. teacher of ungraded class Teacher of a group or class that is not organized based on grade grouping and has no standard grade designation. This includes regular classes that have no grade designations and special classes for exceptional students that have no grade designations. Such a class is likely to contain students of different ages who, frequently, are identified according to level of performance in one or more areas of instruction, rather than according to grade level or age level. Title I eligible school A Title I eligible school is a school designated under appropriate state and federal regulations as being high poverty and eligible for participation in programs authorized by Title I of P.L. 107-110. A Title I eligible school is one in which the percentage of children from low-income families is at least as high as the percentage of children from low-income families served by the

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LEA as a whole or that the LEA has designated as Title I eligible because 35 percent or more of the children are from low-income families. town locale See “Locale, Urban-Centric.” Two or more races A person choosing more than one of the five race categories (OMB directive, 1997). ungraded student Individual assigned to class or program that does not have standard grade designations. urban fringe of a large city locale See “Locale, Metro-Centric.” urbanized area An area that is a densely settled core with a population concentration of at least 50,000. vocational education school See “Career and Technical Education school”. White A person having origins in any of the original peoples of Europe, North Africa, or the Middle East (OMB directive, 1977, 1997).